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Perceptions of service user and carer involvement in healthcare education and impact on students' knowledge and practice: a literature review.

机译：服务使用者和护理人员参与医疗保健教育的感知以及对学生知识和实践的影响：文献综述。

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BACKGROUND: The involvement of service users in healthcare education has followed an increasing focus on patient-centred services. CETL4HealthNE, regional healthcare education collaboration, undertook a literature review to inform involvement strategies. OBJECTIVES: To identify--approaches used to involve service users in healthcare education curricula; perceptions of key stakeholders; impact of involvement on students' knowledge and skills, and the quality of care delivered. METHOD: A structured search of the literature on service user involvement in Higher Education healthcare curricular activity was undertaken (July 2006-February 2007). Papers were screened and data extracted and synthesized according to the aspect of the curriculum enhanced by involvement and level of impact evaluation. RESULTS: Thirty papers addressed interventions in pre- and 11 in post-registration education. Thirty studies reported on evaluation. Students and service users both benefited from service user involvement in health care programmes. There was limited evidence that involvement changed behaviour in practice or significantly benefited the recipient of care. CONCLUSIONS: Service user involvement in curricular developments for healthcare professionals is a policy imperative aimed at improving their experience of services. Despite a limited and weak traditional evidence base for impact on students' knowledge and practice, both students and service users identify benefits from engagement. Further development of evaluation methodologies is required.
机译：背景：服务使用者参与医疗保健教育已引起人们对以患者为中心的服务的日益关注。 CETL4HealthNE，区域医疗保健教育合作组织，进行了文献综述，以为参与策略提供信息。目标：确定-用于使服务使用者参与医疗保健教育课程的方法;对主要利益相关者的看法;参与对学生的知识和技能的影响，以及所提供的护理质量。方法：对有关服务用户参与高等教育医疗保健课程活动的文献进行了结构化搜索（2006年7月至2007年2月）。根据参与程度和影响评估的水平，根据课程的内容对论文进行筛选，并提取和综合数据。结果：30篇论文讨论了注册前和注册后教育中的干预措施。三十项研究报告了评估。学生和服务使用者都受益于服务使用者参与医疗保健计划。很少有证据表明参与会改变实践中的行为或使受益人受益匪浅。结论：服务使用者参与医疗保健专业人员的课程开发是一项旨在改善他们的服务体验的政策要求。尽管影响学生知识和实践的传统证据有限且薄弱，但学生和服务使用者都从参与中受益。需要进一步发展评估方法。

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